Recent technology and internet presence have become an essential part of education and classroom learning. Interactive multimedia, audio/video tutorials, and asynchronous content have taken center
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Let’s come right out with it: Reflecting about learning is a commendable practice that should be embedded into any learning experience! For both teachers and
The proliferation of low-cost, easy-to-use technology has opened the door for students to discover new ways of acquiring and constructing knowledge and representing their thinking (Bene 2015, iv). After attending an educational technology conference last year, I opted to extend my classroom pedagogy to better incorporate technology and promote active learning.
Instructor presence is an important component of effective online teaching, and video can help make it happen. Instructional videos have become increasingly easy to create and can turn a good online class into an engaging learning experience. Video humanizes the online experience by letting students know their instructor as a real person, not an abstraction. Good quality webcams are available for less than $100, and there are numerous free and easy-to-use resources for creating and publishing video content so it can be streamed back into our courses.
“There’s just not enough time in class with students!” It’s a common faculty complaint, and when students are provided quality course materials they can use outside class, this blended learning approach gives faculty more time in class. A variety of materials can be developed for use outside class. In this article, we’d like to focus on creating video content that students use for a blended learning course.
When instructional video is produced thoughtfully and used to promote active engagement, it can improve student motivation, learning, and performance, make content more memorable, and bring highly visual material to life (Ljubojevic et al, 2014; Zhang et al, 2006; Hegeman, 2015; Hsin & Cigas, 2013; Merkt et al, 2011; Kay, 2012; Schwan & Riempp, 2014; Routt et al, 2015; Jarvis & Dickie, 2009).
Video has other benefits as well. It allows students to watch lectures at their own pace, rewinding and re-watching as needed. It lets instructors assign lectures as homework, opening up class time for interaction. And it can reduce the total time faculty need to spend preparing and delivering the same material for different semesters or audiences. Once you’ve recorded a video, you can–theoretically–use it again and again.
An annual survey on video in higher education found that more than half of the institutions who responded now use a video solution integrated into their Learning Management System. The figure is up 6% from 46% last year. In addition, three quarters of students in higher education use video in their assignments, up 4% on last year’s figure of 71%.
Many faculty seek to make creative use of films in their teaching, whether in traditional class screenings or through flipped classrooms. However, there are many obstacles to teaching with videos: the costs and constraints of DVD as a technology; limited DVD collections at some libraries; time involved in creating videos for one’s own classes; the popularized, questionable nature of many videos found on YouTube; the lack of institutional subscriptions to mainstream streaming services; and copyright concerns. Fortunately, in recent years, most campus libraries have subscribed to copyright-licensed and academically oriented streaming video collections such as Kanopy, NBC Learn, Films on Demand, PBS Video Collection, and Swank’s Digital Campus. These “Netflix” of academia offer fantastic functionalities and curated content designed with pedagogy in mind.
Increasingly, educators are searching for video resources online by sifting through YouTube, searching on Google, and visiting various topical sites. However, what’s often required is quite specific and it can be hard to find exactly what you need.